How do today’s boys and girls handle information, especially those born after 2005?
What pedagogical tools do they need?
What to do and not to do as a parent or teacher?
Why these rapid changes, both physically, psycho-emotionally, cognitively, psychically and energetically?
Today’s children already have different psycho-emotional and cognitive needs than those of the last century.
They have other modes of learning and require a different education that is not linear.
Why are these changes so profound?
Part of the answer is obvious: society has changed, technology, the media, over-stimulation of children since the prenatal period have changed; parents have changed….
It was foreseeable that the incoming generation of children would change proportionally, bringing with them a formidable Transgenerational Systemic Information (IST) and inherited fields (CH), as explained by Ms. Angélica Olvera (Mexico, 2009) of Systemic Pedagogy.
Anthropologists and sociologists projected the arrival of children more inclined to the latest technology, to a certain extent more selfish, individualistic, “I don’t care about anything” …
Perhaps some of this is observed in some young people, but in the young child, his high level of empathy, his more humanistic aspect, his high degree of perception and sensitivity as well as his enormous intuition attracts a lot of attention.
They are for the most part endowed with overdeveloped emotional intelligence, as evidenced by the research we carried out in Bolivia in 2006.
Is there something else going on than a simple generation gap?
Is there something else going on?
We see several common denominator axes regarding children, especially those born after 2005:
On a physical level, your metabolism is changing, as if your ATP processed more energy with less food and hours of sleep.
Her hyperesthesia (over attention to her five senses) is higher too.
His Emotional Intelligence (IE) is more developed, as well as the activation of the frontal lobe.
Their level of empathy, their capacity for supra-observation and their capacity for association are striking.
Some have an unusual intuitive level, what we call Intuitive or Energetic Intelligence (IEI) due to the ability to be more often than adults in alpha and theta brain waves.
Some have interdimensional or multidimensional or multidimensional capacity, relative to an intelligence capable of connecting with morphic fields and to a transcendent intelligence described by Drs. Gardner and Armstrong (also called Existential Intelligence by some psychologists).
They generally present the powers of self-development described by Dr. Abraham Maslow.
In other words, they are self-taught and autonomous from an early age.
They learn with different multiple intelligences; The least favorite linguistic-verbal is precisely the most often used in the school context.
In general, they present a great cognitive precocity and psycho-emotional maturity.
The learning paths:
Information goes from the bottom up, from the reptilian brain to the cerebral cortex.
Therefore, education must be comprehensive, also covering survival needs (the physical, security … that corresponds to the reptilian brain) and emotional-affective needs (that correspond to the limbic or emotional brain).
Then we have to attend to both hemispheres, promoting exercises that attend to both the right and left hemispheres, with a priority over the right hemisphere before the age of ten, as demonstrated by the Japanese pedagogue, Dr. Makoto Shichida (with language teaching, creativity, movement, contact with nature, music, perfect hearing, art, movements, many movements, playing …)
And we have just arrived at the so-called fourth brain, the prefrontal cortex (two frontal lobes), the most recent one, where, as the French educational researcher Michelle Fourtune (Marie Pré) stresses: “Those who are fully open to the future, those who prepare actions future with lucidity, they plan and reflect without personal interest ”.
The fourth brain can transcend the emotional and rational to rush its visions to the material level.
Accept the difference, want to help and share.
He is highly empathetic.
Two key concepts can be highlighted:
1. The information that comes from the outside propagates vertically to the brain (from the reptile to the emotional and from emotional to the cortex) which must be sufficiently liberated to transmit the information to a higher level
2. And the information that comes from inside? How do we process it?
The paths of wisdom
One path (1) is the intuitive one, which corresponds to information of a psychic nature.
The other (2) is the transcendent that corresponds to the activation of the pineal and pituitary glands.
The third (3) is called the path to the heart, which corresponds to the so-called “mind-heart connection”.
With this, the modus operandi of the children of today, those to come and the new society that emerges with them, homo noeticus or noosphericus, is outlined according to the theory of some current anthropologists and other researchers.
A new holistic intelligence
We can then advance on the theory that today’s children handle a kind of new holistic intelligence, which activates new learning patterns and the integral functioning of the brain, of the mitochondria, ATP, the thymus, among others; an intelligence that receives information by way of insight or flash and that would release the old association that we create with the information and the sensations received, which would allow us to work with new photonic particles.
This phenomenon would accelerate the process of our life system leaving the old paradigms and merging with a higher level of consciousness.
That is, being able to access a wave-particle system thanks to a more developed sensory apparatus, towards a new holistic undulating continuum based on light forces of a bio-morphic nature.
This would explain that these children and the new society that emerges with them really follow new patterns of learning, of feeling, of interacting and of being, which indicates that they can hardly adapt to the educational systems of the past and encourages us to urgently promote a r-evolution in our way of teaching, learning and living.
New way of learning and new way of acting
The characteristics of today’s boys and girls are not only their high cognitive capacities, but also their wide perceptions in all areas, their acute level of empathy and their surprising psychic and spiritual openness; especially at a very young age.
Their level of empathy is very high, that is, they are able to understand and experience the feelings, thoughts and experiences of others, without the need to speak or even in some cases to be physically present with them.
They are children whose faculties are multilateral, that is, they can see the different aspects of the same thing and multidimensional that can access various levels of consciousness.
His ways of learning are:
Self-taught and self-developed, that is, they generally present a self-taught leader profile with high psycho-emotional development, as suggested by Dr. Abraham Maslow, a transpersonal humanist psychologist.
Associated with a high sensitivity, both physical in its five senses and in its metabolism, as well as emotional, social, ethical and spiritual.
Linked to a supra-developed Emotional Intelligence as described by Dr. Daniel Goleman.
That gives today’s kids: speed of understanding, power to act immediately, a sense of certainty and a holistic assimilation of knowledge.
Related to the extensive use of their right cerebral hemisphere, which provides them with: Visual learning, creativity, imagination, liking for the arts, music, feelings, affectivity, intuition, sixth sense, non-verbal expression, carrying out various tasks at the same time, independence, persistence, among other qualities.
Actually, they have a natural synchronization of both cerebral hemispheres.
The right hemisphere provides you with intuition and creativity, the left hemisphere gives you the clarity and structure to carry out what you set out to do.
Sometimes related to psychic talents, also called parapsychic or intuitive, presenting innate abilities of clairvoyance, telepathy, precognition and other extra-sensory faculties.
Linked to diversified learning patterns, including the nine intelligences described by Drs. Gardner and Armstrong.
They also use energetic or intuitive intelligence, emotional intelligence, practical intelligence and co-creative intelligence.
As Teilhard de Chardin and scientist Vladimir Vernadsky say:
“We are opening ourselves to the planetization stage of the fourth-dimensional mental-spiritual consciousness, that we are one people, that they live in one world and share one destiny.
The moment the noosphere becomes conscious we will pass from the condition of homo sapiens to the condition of homo noosphericus ”.
The new humanity is no longer Homo sapiens, but Homo noeticus, man of conscience … “Breathe Life and Heal”
Respira vida y sana.